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Resurrection of the Bad River

Douglas C. Holem
Marilyn Bilby, Thurston Middle School, St. Charles, Michigan

Subject: Science Ecology
Grade: 6-8 (Gifted)

"Photography, when combined with other research skills, can be an exciting learning experience for students....The students were particularly impressed with...the well known ability of a picture to 'paint a thousand words.'"

Purpose and Description of Project

A group of 28 gifted sixth through eighth graders participating in an 18-week unit on local ecology was assigned to produce a slide narrative on the Bad River, one of the community's chief natural resources. Douglas Holem and Marilyn Bilby designed the activities to give students and eventually community residents a knowledge of the river's history, past and present economic impact, aesthetic value, and importance as a natural resource for future development, as the students prepared the 30-minute presentation.

Activities

Holem divided his ecology unit into two nine-week sections; during the first section students gathered information on the Bad River, and during the second they produced the synchronized slide/tape presentation for the local historical society.

The students selected 11 river-related topics: land use and abuse, famous people, the future, lumbering, fishing, coal mining, animal and plant life, floods and general history, boating and recreation, water fowl, and pollution. Each student was assigned to a group to cover one of the topics.

A number of resource people visited the class: The director of the local office of Michigan's Department of Natural Resources discussed aspects of the river. The village manager related the past and present economic impact of the river. A local historian shared his knowledge of the history of boating on the river. The director of a local group dedicated to cleaning up the river reviewed their problems and future plans. A village resident passed along the folklore of the river.

Students participated in a simulation game that taught them the importance of legislation, taxes, and agencies at all levels, as well as individual responsibility, in preserving natural resources. They used the information they had gathered to produce papers on their particular topics.

During the photography section, two local photographers met with the students; one discussed how to take good outdoor photos and the other demonstrated how to create a good quality slide program. The student slides were taken during several trips to local sites and were then developed professionally. To put the presentation together, students determined the sequence of topics, selected the most representative slides, and critiqued their own photography skills.

Narration was written, and the music instructor helped the students tape background music. The class selected two narrators and the production was completed. It was later presented at several community functions.

Materials, Resources, and Expenses

The Bad River and those who were concerned with its past and present served as the major resources. They added to "the richness and the sense of community that were important aspects of the program."

Outcomes and Adaptability

The dearth of written resource material forced the students to develop research skills beyond their previous experience. Because there was no text book for the course, self-reliance and problem-solving skills became essential. Improved student ability to analyze, synthesize, and evaluate were demonstrated. The teachers suggest that "the students' mastery of the content of the course shows clearly for itself in the quality of the completed presentation."

Students "marveled at how well the data could be transferred to the community through the medium of photography. "

The teachers believe that their program's goals and techniques could be applied by any teacher who thinks his or her community would benefit from the knowledge gained during the study of a local natural resources.

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